The Game Changer: How Adult Social and Emotional Learning - - PowerPoint PPT Presentation

The Game Changer: How Adult Social and Emotional Learning Transforms Education from the Inside Out

Susan Keister, M.A.

• Learn about CASEL’S Five Core Social and Emotional Learning

(SEL) Competenciehttps://i.pinimg.com/564x/e2/ac/be/e2acbe91284 872a24a86dadcedf330a3.jpgs and the research that supports them as a foundation for high quality education and wellness.

• Become acquainted with elements of systemic implementation of

SEL in districts and schools.

• Identify and apply best practices related to mental health and

SEL to support school districts and schools when creating and sustaining health school environments.

• Learn about specific tools to cultivate Adult SEL, such as fostering

personal skillfulness, mindfulness and self-regulation, restorative practices, and deep relationships with colleagues and students.

Today, we will

• Learn about CASEL’S Five Core Social and Emotional Learning

(SEL) Competenciehttps://i.pinimg.com/564x/e2/ac/be/e2acbe91284 872a24a86dadcedf330a3.jpgs and the research that supports them as a foundation for high quality education and wellness.

• Become acquainted with elements of systemic implementation of

SEL in districts and schools.

• Identify and apply best practices related to mental health and

SEL to support school districts and schools when creating and sustaining health school environments.

• Learn about specific tools to cultivate Adult SEL, such as fostering

personal skillfulness, mindfulness and self-regulation, restorative practices, and deep relationships with colleagues and students.

Today, we will

• Learn about CASEL’S Five Core Social and Emotional Learning

(SEL) Competencies and the research that supports them as a foundation for high quality education and wellness.

• Become acquainted with elements of systemic implementation of

SEL in districts and schools.

• Identify and apply best practices related to mental health and

SEL to support school districts and schools when creating and sustaining health school environments.

• Learn about specific tools to cultivate Adult SEL, such as using the

Three Signature Practices and fostering personal skillfulness, mindfulness and self-regulation, restorative practices, and deep relationships with colleagues and students.

Today, we will

Activity

Turn to a neighbor and recall a principal, administrator, teacher, counselor, coach, or adult in school who took an interest in your and showed you that they got who you are. Who was that educator? Say their name into the room and share what they did that made you feel seen, heard, known, valued, and perhaps even loved.

Who is in the Room?

• District Administrators
• State Department of

Education

• State Department of

Health

• Higher Education
• Health and Wellness

Directors and Coordinators

• Teachers
• Counselors
• School Nurses and Psycologists
• Other

3 Signature Practices for SEL

Welcoming rituals that promote activities for inclusion.

• Greetings and check-ins
• Community building exercises
• Staff meetings

Engaging practices that provide adult learners with

• pportunities for sense-making and “brain breaks.”
• Circle practice
• Inquiry-based prompts, turn and talk
• Collaborative, cooperative activities
• Stand and stretch, movement, music

Optimistic closure that offers time for reflections and looking forward.

• Something I learned today
• Something I felt or thought about the topic
• Something I look forward to applying

• Be present
• Have an open mind
• Make connections
• Stay engaged
• Be active listeners
• Encourage full participation of all members
• Respond to the Quiet Signal (e.g. chime, raised hand)
• Turn cell phones off or on vibrate

Working Agreements

• 1. Walk around the room. When you hear the bell, find a partner and

introduce yourself.

• 2. Person 1: Share a photo from your phone that has meaning for

you.

• 3. Person 2: When you hear the bell, it’s your turn to share a photo.
• 4. When the bell rings a third time, find a new partner.

Photo Mingle!

No one cares how much you know until they know how much you care!

Students and adults are at their best relationships where they feel seen, heard, known, valued, and loved.

A GAME CHANGER is ADULT SEL!

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Social and Emotional Learning educates the heart as well as the head!

1961 - 2019

The Power of One

Let me begin with the story of Chris Collaros, a friend and beloved principal who transformed his school through his love, courage, values, sense of fun, and 100% commitment to making every school community member feel seen, heard, known, and valued.

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Wickliffe School Guidelines

We create a community filled with kindness every single day. We listen to each other…the Wickliffe Way...with our eyes, our ears, and our hearts to show compassion to one another. We learn from and with each other…with endless joy and curiosity. And we honor and embrace our differences...the color of your skin...the way we express your gender...the different ways we learn...the faith traditions that guide us…because celebrating diversity is a hallmark of being a Wickliffe Wolf. We have the courage to do what’s right. And we learn how to disagree with each other with respect and civility. We Love Out Loud, every day, with everyone we meet. Love is all there is.

1961 - 2019 d.

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1961 - 2019

The Power of One

Let me begin with the story of Chris Collaros, a beloved principal who transformed his school through his love, courage, values, sense of fun, and 100% commitment to making every school community member feel seen, heard, known, and valued.

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Activity

Turn to a neighbor and recall a principal, administrator, teacher, counselor, coach, or adult in school who took an interest in you and showed you that they saw the special soul that you are. Who was that educator? Say their name into the room and share what they did that made you feel seen, heard, known, valued, and perhaps even loved.

What is Social and Emotional Learning?

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Focusing Activity

• Turn to a partner.
• Take two minutes total to share your reflections on the

following:

What comes to mind when you hear the words “social and emotional learning”? Why is it important to our work?

The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

SEL is…

“Five Keys to Successful SEL”

https://www.youtube.com/watch?v=DqNn9qWoO1M

As you watch this video, think about the following:

• What do you see students doing?
• What do adults say about SEL?
• How would SEL look in your school?

SELF- AWARENESS SELF- MANAGEMENT RESPONSIBLE DECISION- MAKING RELATIONSHIP SKILLS SOCIAL AWARENESS

Social and Emotional Learning (SEL)

• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others
• Communication
• Social engagement
• Building relationships
• Working cooperatively
• Resolving conflicts
• Helping/Seeking help
• Identifying emotions
• Self-perception/Identity
• Recognizing strengths
• Sense of self-confidence
• Self-efficacy
• Identifying problems
• Analyzing situations
• Solving problems
• Evaluating
• Reflecting
• Ethical responsibility
• Impulse control
• Stress management
• Self-discipline
• Self-motivation
• Perseverance
• Goal-setting
• Organizational skills

Social and Emotional Learning (SEL)

SEL CURRICULUM & INSTRUCTION

SELF- AWARENESS SELF- MANAGEMENT RESPONSIBLE DECISION- MAKING RELATIONSHIP SKILLS SOCIAL AWARENESS

Social and Emotional Learning (SEL)

Three Levels of SEL Implementation

SEL Impacts Academic and Behavioral Instructional

What does a systemic approach to Social and Emotional Learning look like in schools?

Systemic Schoolwide SEL Roadmap

What does it look like when a school achieves schoolwide SEL?

What does the research say?

.

SEL Works: Compelling National Evidence

Science Links SEL to Student Gains:

• Better social-emotional skills
• Improved attitudes about self,
• thers, and school
• Positive classroom behavior
• 11 percentile-point gain on

standardized achievement tests

• Fewer conduct problems
• Less emotional stress
• Lower drug use

…and adults benefit too

Teachers who possess social and emotional competencies are more likely to stay in the classroom longer because they’re able to work more effectively with challenging students —one of the main causes

• f burnout.

Statistically significant associations between measured social-emotional skills in kindergarten and key young adult

• utcomes across multiple

domains of education, employment, criminal activity, substance use, and mental health.

A 2017 research study finds that social and emotional learning (SEL) programs benefit children for months and even years.

different programs reviewed (38 outside U.S.)

82

97,000+

Students involved, kindergarten through middle school Effects assessed

6 mo – 18 yrs

after programs completed

SEL Students Benefit in Many Areas

HIGHER…

Academic performance SEL skills Positive attitudes Positive social behaviors

LOWER…

Conduct problems Emotional distress Drug use

Source: Child Development (July 2017). “Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects”

Higher social and emotional competencies among SEL students at the end of the initial intervention was the best predictor of long-term benefits. Benefits were the same regardless of socioeconomic background, students’ race, or school location.

Impact of SEL: long-lasting and global

SEL benefits adults:

Positive impact on teachers

Source: Jennings, P.A. & Greenberg, M.T. (2009) The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. American Educational Research Association.

Teachers who possess social and emotional competencies are more likely to stay in the classroom longer.

Teachers with high levels of social competence are better able to protect themselves from burnout by:

 developing and managing nurturing relationships with their

students

 managing behavior in their classrooms  serving as behavioral role models for children  regulating their own emotions,

Teachers value SEL

Teachers cite positive effects on: want a greater focus on SEL in schools

Source: The Missing Piece, 2013

93%

Workforce readiness Life success Attendance/graduation College preparation Academic success

87% 87% 80% 78% 75%

In 2013, we learned that: More recently:

Source: 2018 Social and Emotional Learning report, 2018

74%

Report that they are devoting more time to teaching SEL skills today compared to five years ago.

Students value SEL

Recent high school graduates see significant deficits in high schools preparing for life after school.

Source: Respected: Perspectives of Youth on High School & Social and Emotional Learning (2018)

Where to begin? Why start with a vision for SEL?

Starting with the “Why”

https://www.youtube.com/watch?v=LZe5y2D60YU

What’s your “WHY”?

How do we cultivate our Adult SEL so we can teach, model, and reinforce these competencies in our schools?

Education is one of the most stressful

• ccupations in the U.S. (Gallup, 2014).

Key Findings from the Teacher Stress and Health Report – 2016 from the Robert Wood Johnson Foundation and Penn State:

• Forty-six percent of teachers report high daily stress, which compromises their

health, sleep, quality of life, and teaching performance.

• When teachers are highly stressed, students show lower levels of both social

adjustment and academic performance.

• Interventions on the organizational or individual level, or those that reach both,

can help reduce teacher stress by changing the culture and approach to teaching.

• Programs for mentoring, workplace wellness, social emotional learning, and

mindfulness are all proven to improve teacher well-being and student outcomes.

Adult SEL Competence and Learning

• Adults who have the ability to Recognize, Understand, Label,

Express, and Regulate emotions are more likely to demonstrate patience and empathy, encourage healthy communication, and create safe learning environments

• Emotional skills of teachers influence student conduct,

engagement, attachment to school, and academic performance.

• Teachers skilled at regulating their emotions report less

burnout and more positive affect while teaching.

• School leaders with strong SEL competencies build and

maintain positive and trusting relationships among members of the school community.

• Learn about CASEL’S Five Core Social and Emotional Learning

(SEL) Competencies and the research that supports them as a foundation for high quality education and wellness.

• Become acquainted with elements of systemic implementation of

SEL in districts and schools.

• Identify and apply best practices related to mental health and

SEL to support school districts and schools when creating and sustaining health school environments.

• Learn about specific tools to cultivate Adult SEL, such as using the

Three Signature Practices and fostering personal skillfulness, mindfulness and self-regulation, restorative practices, and deep relationships with colleagues and students.

Today, we will

Mindfulness Builds SEL Skills

Mindfulness creates space… replacing impulsive reactions with thoughtful responses.

SEL and Mindfulness

SEL and Self-Care Strategies

University of Buffalo, School of Social Work, Self-Care Starter Kit

 Healthy eating (SA, SM)  Physical fitness (SM)  Reducing stress (SM)  Time management (SM)  Relaxation (SM)  Mindfulness (SA, SM)  Be Good to Yourself (All)

Adult SEL Self-Assessment

http://schoolguide.casel.org/

3 Signature Practices for Adult SEL

Welcoming rituals that promote activities for inclusion.

• Check-ins
• Community Building Exercises
• Staff meetings

Engaging practices that provide adult learners with

• pportunities for sense-making and “brain breaks.”
• Circle practice
• Inquiry-based prompts, turn and talk
• Community building, collaborative and cooperative activities
• Stand and stretch, movement, music

Optimistic closure that offers time for reflections and looking forward.

• Something I learned today
• Something I felt or thought about the topic
• Something I look forward to applying

https://drive.google.com/file/d/0B2DcKbJpERRRT21XNTAwRWMxU2M/view

3 Signature Practices for Adults Video

CASEL’s District Theory of Action 16 key activities

Build foundational support and plan Strengthen adult SEL competencies and capacity Promote SEL for students Practice continuous improvement

• Develop a shared vision and plan for SEL
• Promote collaboration among school and district leaders around SEL, academics, and equity
• Communicate SEL as a district priority
• Align resources for SEL
• Develop central office expertise
• Design and implement a professional learning program for SEL
• Strengthen adult social and emotional competence
• Promote equitable learning environments
• Adopt and implement PreK-12 SEL standards or guidelines
• Adopt and implement evidence-based programs and practices
• Develop and strengthen family and community partnerships
• Integrate SEL with academics, district priorities, and policies
• Planning for improvement (Plan)
• Documenting and assessing (Do)
• Data reporting and reflecting (Study)
• Action planning and sharing (Act)

Every person – All in!!

SEL School

Custodians Lunchroom staff Administrators Community members Social workers Teachers Front Office Staff Bus Drivers Counselors Parents

Every space, the right place

Bus

SEL School

Classrooms Lunchroom Hallways Teacher’s Lounge Afterschool/ Extra-curriculars School Grounds Front Office Bathrooms Sporting Events Parent/teacher conferences

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Susan Keister, M.A. Contact Information 614-327-3096 suekquest@aol.com

Ways a Positive and Healthy School Environment is Established

• Adults teach, model, and reinforce the SEL competencies in daily their

interactions with staff, students, and families.

• Adults form personal relationships with all students so every child feels

seen, heard, know, valued, and loved.

• All school policies, procedures, and practices are aligned with and

demonstrate SEL throughout the school functioning.

• SEL is messaged throughout the school through a shared SEL vision

statement, in morning announcements, on bulletin boards, through student work posted in the halls, through inspiring messaging on the school walls, etc.

• Opportunities throughout the day to practice the five SEL competencies

and citizenship skills through curriculum based on inquiry, collaboration, reflection, and application.

Every time, the right time

SEL School

Grade team meetings Faculty meetings Entering encounters Meetings w/ individual staff Parent meetings Hallway encounters Exiting encounters Community partners meetings Meetings with students Classroom visits

Summing Up!

• Relationships are the key to learning. We learn and remember what we care about and

from people we care about. Be the big, bright light in your school who brings love, joy, and passion to learning!

• Adults are the game changers, and SEL is the game! Teach model and reinforce SEL

competencies in all daily interactions with all members of the school community.

• Cultivate Adult SEL through staff meetings, PLCs, and professional development
• pportunities. Focus on building personal competence in the Five SEL Core Competencies

throughout the school year.

• Create and sustain safe, nurturing, and well-managed learning environments through

establishing SEL norms for the school and classroom and offering restorative practices to restore relationships in conflicts.

• Practice the five SEL competencies through using engaging instructional practices, such as

the Three Signature Practices, that promote SEL in every staff gathering and classroom learning environment. Teach an evidence-based SEL program.

• Message SEL throughout the school through a shared SEL vision statement, in morning

announcements, on bulletin boards, through student work posted in the halls, through inspiring messaging on the school walls, etc. Tell the world: SEL LIVES HERE!

Chris Collaros loved to sing and play guitar. He gathered the staff and students together to sing:

All you need is love….. All you need is love….. All you need is love, love, Love is all you need! And remember to (shout it with me) LOVE OUT LOUD!!!

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Susan Keister, M.A. SELutions Consulting suekquest@aol.com For more information about CASEL resources, contact casel.org